5LD03 Facilitate Personalised and Performance Focused Learning

5LD03 Facilitate Personalised and Performance Focused Learning

About This Unit

This unit’s content elucidates the proper facilitation of learning initiatives that promote their effectiveness using three approaches. The first approach is impacting knowledge of the appropriate procedures required in curating effective interventions. Second, the section incorporates personalisation and activities before learning to develop relevant programs in organisational settings. Third, the unit entails surveys of virtual facilitation methods and those conducted in person, ethics, and principles supporting excellent learning experiences. In essence, the unit moves the learner from an instructor’s perspective to a facilitator’s role.

What You Will Learn

Level 5 CIPD entrants will learn how to develop personalised learning resources because of the identification of the internal and peripheral factors as part of the process. The unit introduces a context that explains effective learning processes and methods incorporated before learning activities. Additionally, students will learn how to describe facilitation methods and techniques and will be able to apply techniques that check the effectiveness of the learning activities regarding specific learners’ needs. Similarly, exploring ethical factors affecting facilitation will cement knowledge of the delivery of learning activities that cut across the board and checkoff set objectives. Lastly, the unit will improve learners’ identification of line managers’ roles, especially after understanding the transfer of learning and their involvement.

This unit is suitable for which persons?

Similar to other CIPD Foundation’s courses, there currently are no distinct academic qualifications to apply for this course, but the CIPD recommends the fifth Associate Level for individuals with HR or L&D courses or any related courses. However, persons with tertiary education experience and who have a sound English language proficiency are also ideal for the course because coursework and assignments are of undergraduate standards and are presented in English. The CIPD, however, provides equal opportunity for non-English speaking countries on the condition that they have passed credible language proficiency tests.

Learning Outcomes

At the end of the unit (5LD03), the CIPD foundation requires that all learners meet the following learning outcomes (LOs):

Learning Outcome 1

The application of knowledge on pre-learning activities that contribute to beneficial L&D activities. Students must have learned how to:

1. Assess critical factors that must be considered in the preparation phase of L&D activities. These factors include the relevant theories, concepts and models, communication channels, learner stimulation measures, and partnerships, all of which influence engagement and preparation before learning activities.
2. Arrange an assortment of personalised resources that enhance learning by considering the accessibility preferences of learners. For example, by identifying learner preferences and the purpose of resources, one can generate effective personalised content.

Learning Outcome 2

1. The ability to develop personalised L&D activities that utilise effective facilitation techniques. In essence, a learner has to clearly understand facilitation concepts and methods such as digital learning and learning conducted in person. For example, at the end of the unit, the CIPD demands that learners be able to demonstrate their knowledge of facilitation and learning models that underpin learning activities and their preparation.
2. Learners are expected to easily apply observational techniques that weigh the impacts of learning activities and make necessary changes to satisfy individual and collective learning needs. The application of concepts draws from group psychology models, individual and group learning observation techniques, and group dynamics management.
3. The ability to explain the ethical issues that affect the facilitation of learning activities. Specifically, the shifting power scales within the interaction between facilitators and learners, concepts of bias, the influential nature of language and behavior, and the ethical incorporation of learning resources addressed before actual learning.
4. The expertise required in the utilisation of objective-specific resources and actual facilitation of personalised L&D activities. This skill is displayed by singling out core objectives, appropriate delivery techniques and methods, and taking the necessary steps to ensure impartiality in learning and development activities.

Learning Outcome 3

The understanding of practical strategies that are beneficial to the transfer of learning to the office setting. Under this learning outcome, a student is mandated to portray their understanding by:

1. Describing the transfer of learning and its positive attributes in L&D activities in organisations and outside the workplace, citing opportunities and models that, when utilised, can maximise performance. Learners are also required to perceive the effects and significance of unique individual needs on selected models. As a result, this unit presents learners with the ability to create positive relations with others.
2. Carefully scrutinising techniques that reinforce the transfer of learning from L&D initiatives to the office setting. A student must understand the significance of effective learning processes, different clusters of strategies and their impacts, monitoring activities, support for informal learning, and the involvement of line managers in official capacities. Applying learning and development skills in a work setting encourages them to be more productive.

What Are the Entry Requirements?

Level 3 CIPD certification would guarantee an applicant a chance to take the course because the 5^th Associate level is most suitable for persons with a background in people management and L&D or related positions. This cluster of applicants also includes HR and L&D graduates and officials. Despite the recommendations, the CIPD has no official entry requirements other than age limit compliance and the financial base to fund the course. Therefore, all persons who have developed an interest in People Management or Learning and Development or those who wish to scale up to managerial positions within their organisations also qualify for the course.

How We Can Help

The CIPD’s fifth level course content entails Human Resource Management and Learning and Development resources and concepts. Our firm boasts of a pool of professionals and graduates with an extensive experience in HR and L&D who offer their expertise through tackling individual assignment needs and providing critical assistance. Our team has a 24-hour schedule to satisfy each of our clients’ unique needs and preferences and ensure that each order meets our internal objectives: quality, promptness, and unrivaled customer experience. The broad spectrum services we offer guarantee better credits and understanding of CIPD coursework, such as facilitating personalised and performance-oriented learning.

Resources

Beevers, K., Hayden, D. and Rea, A. (2019) Learning and development practice in the workplace. 4th ed. London: CIPD Kogan Page.

Horsham: Mind Tools. (n.d.) Available at: www.mindtools.com/pages/article/RoleofA Facilitator.htm

McBrown, J. (2018) What are facilitation skills and how do you facilitate? Web article. Horsham: Roffey Park Institute. Available at: www.roffeypark.com/learning – and -facilitation/what -are -facilitation -skills – and -how -do -you -facilitate/

Mind Tools. (n.d.) The role of a facilitator: guiding an event through to a successful conclusion.

Neelen, M. and Kirschner, P.A. (2020) Evidence -informed learning design: creating training to improve performance. London: Kogan Page.

Schwarz, R (2017) The skilled facilitator: a comprehensive resource for consultants, facilitators, coaches, and trainers. 3rd ed. Hoboken, NJ: John Wiley & Sons.

Shackleton -Jones, N. (2019) How people learn: designing education and training that works to improve performance. London: Kogan Page.

Stewart, J. and Cureton, P. (2014) Designing, delivering and evaluating L&D: essentials for practice. London: CIPD Kogan Page.

The Association for Talent Development (ATD). (n.d.) Available at: www.td.org/talent-development-glossary-terms/what -is -facilitation/

The International Association of Facilitators. (n.d.) Available at: www.iaf -world.org/site/